This study aims to understand the contents and style of cultural education appropriate for learners by analyzing the demand of the learners. This suggests a methodology about the contents of stepwise cultural education by analyzing cultural item...
This study aims to understand the contents and style of cultural education appropriate for learners by analyzing the demand of the learners. This suggests a methodology about the contents of stepwise cultural education by analyzing cultural items in reading texts of Korean teaching materials.
In Chapter 1, the history of Korean education is investigated in terms of its development stages. Precedent studies related with cultural education in Korean education, which began in 1987, are classified into theories of Korean cultural education, contents and teaching method of cultural education, and methodologies of Korean cultural education.
In Chapter 2, the concept and characteristics of culture and the relationship between language and culture are discussed as the theoretical background for cultural education, based on the recognition that cultural education is inevitable for the improvement of communication skills in foreign language education. In addition, the opinions of diverse scholars who divide culture into two types are summarized, and a framework of analysis of cultural items is suggested as ‘analysis table of cultural items’ shown in table 2. Next, based on the theoretical contents of culture, the direction of cultural education in Korean education and the goal of cultural education for intermediate level learners are established.
In Chapter 3, the importance and the theoretical background of reading, which must be considered as significant among other communication skills in terms of acquisition of information and acceptance of culture, are discussed. Also, a survey research intended for 120 intermediate level learners is conducted in order to elucidate the demand for cultural education. Based on the result, learners tend to have the greatest confidence and interest with reading activities and think that it is helpful for learning Korean culture. Therefore, cultural education should be executed through reading in order for learners to understand and learn a variety of components of Korean culture.
In Chapter 4, in order to guarantee more effective cultural education through reading, the scheme and the goal of analysis of the cultural components of reading texts in Korean teaching materials is suggested, and several materials are selected as subject of the analysis. Based on the analysis table of cultural items prepared in Chapter 2, the cultural items contained in the reading text are analyzed in detail, and organized as a table.
In Chapter 5, the analysis result for cultural items of each text material mentioned in Chapter 4 is reclassified in terms of primary, intermediate, and advanced stages, and the analysis table of cultural items organized as a whole. In addition, the result and the alternative of analysis of cultural items for each stage are suggested. Finally, the contents of stepwise cultural education are suggested parallel with contents applicable to reading.
This study suggests a contents-based methodology for cultural education by applying the contents of cultural education to reading, based on the analysis result of reading text in Korean teaching materials. In relation to this, more detailed and practical discussions on which cultural components should be presented to certain stages should continue in terms of the contents of cultural education. Based on this study, successive studies are required to prepare the detailed criteria of selecting items that are essential for cultural education, and select the standardized cultural items. Furthermore, studies on classifying and arranging cultural items in terms of stages should continue.
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